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School Accountability Report Card (SARC)

=

<=
/p>

Add=
ress:

106=
01
Sherwood , Plymouth CA95669 <=
/span>

Pho=
ne:

209=
-257-7800

Principal:

RosalieMcProuty

<=
/p>

Gra=
de
Span:

K=
span> -
6

This executive summary of the School
Accountability Report Card (SARC) is intended to provide parents and commun=
ity
members with a quick snapshot of school accountability. The data presented =
in
this report are reported for the 2008-09 school year, except the School
Finances and School Completion data that are reported for the 2007-08 school
year. For additional information about the school, parents and community
members should review the entire SARC or contact the school principal or the
district office.

About This School

Plymouth Elementa=
ry is
a small rural K-6 school located in the foothills of the Sierra Nevada
Mountains. Due to our small but dedicated staff and very supportive
parents, we are able to provide a nurturing, safe, and challenging learni=
ng
environment for all our students. Staff members work closely =
to
share and train each other in new and innovative programs that will help =
our
students with their learning. For 2009-2010 our goal was to improve
technology and every classroom was equipped with a smart board and aver m=
edia
projector.

Student Enrollment

Group

Percent

African
American

0.48 %

American
Indian or Alaska Native

1.43
%

Asian

%

Filipino

%

=

Hispanic
or Latino

21.43
%

Pacific
Islander

%

Multiple
or No Response

15.71
%

Socioeconomically
Disadvantaged

49.00
%

English
Learners

21.00
%

Students
with Disabilities

10.00
%

Total Number of
Students

210

Teachers

Indicator <=
o:p>

Teachers

Teachers
with full credential

11

Teachers
without full credential

0

Teachers
Teaching Outside Subject Area of Competence

0

Misassignments of Teachers of E=
nglish
Learners

0

Total
Teacher Misassignments

0

Student Performance

Subject

<=
/o:p>

Students Proficient and Above on California Standards Tests<=
/span>

Mathematics

65%

Science

36%

Academic Progress

Indicator

Result

2009
Growth API Score (from 2009 Growth API Report)

=
p>

824

Statewide
Rank (from 2008 Base API Report)

6

2009-10
Program Improvement Status (PI Year)

Not
in PI

School Facilities

Summary of Most Recent Site Inspection&nb=
sp;

Plymouth Elementary School received a rating of 96.84% on the most
recent site inspection using the State of California Facility Inspection
Tool.This indicates an ove=
rall
rating of GOOD.A GOOD rati=
ng
indicates that a school is maintained in good repair with a number of
non-critical deficiencies noted.These deficiencies are isolated and may result from minor wear and
tear and are in the process of being mitigated.

Repairs Needed

The district Maintenance and
Operations Department continuously utilizes its resources to keep up with=
vandalism
and all repairs to ensure the health and safety of our students.

Corrective Actions Taken or Planned =

School buildings and classro=
oms
are cleaned and maintained on a regular basis by the school's custodians =
and the
district maintenance department. The custodians and Principal walk through
the restrooms during the day to assure that they are sanitary and in prop=
er
working condition. The Principal walks the site daily to look for hazards=
and,
if found, they are addressed immediately.

Curriculum and Instructional Materials&nb=
sp;

Core Curricul=
um
Areas

Pupils Who Lack Textbooks and Instructional Materials=

Mathematics

0

Science

0

Foreign
Language

0

Health

0

Visual
and Performing Arts

0

Science
Laboratory Equipment (grades 9-12)

0

School Finances

Level

Expenditures Per Pupil (Unrestricted Sources Only)&nb=
sp;

School
Site

$
6,170

District

$
5,917

State

$5,512

NAEP Reading, Grade 4

Level

=
o:p>

Result

=

Average
Scale Score - State

=
span>

209

Average
Scale Score - National

220

Achievement
Level - Basic

=
span>

30%

Achievement
Level - Proficient

=
span>

18%

Achievement
Level - Advanced

=
span>

5%

NAEP Reading, Grade 8

Level

=
o:p>

Result

=

Average
Scale Score - State

=
span>

251

Average
Scale Score - National

261

Achievement
Level - Basic

=
span>

41%

Achievement
Level - Proficient

=
span>

20%

Achievement
Level - Advanced

=
span>

2%

NAEP Mathematics, Grade 4

Level

=
o:p>

Result

=

Average
Scale Score - State

=
span>

232

Average
Scale Score - National

239

Achievement
Level - Basic

=
span>

41%

Achievement
Level - Proficient

=
span>

25%

Achievement
Level - Advanced

=
span>

5%

NAEP Mathematics, Grade 8

Level

=
o:p>

Result

=

Average
Scale Score - State

=
span>

270

Average
Scale Score - National

282

Achievement
Level - Basic

=
span>

36%

Achievement
Level - Proficient

=
span>

18%

Achievement
Level - Advanced

=
span>

5%

School
Accountability Report Card Reported for School Year 2008-09 Published During
2009-10

The School Accountability Report Card=
(SARC),
which is required by law to be published annually, contains information abo=
ut
the condition and performance of each California public school. More
information about SARC requirements is available on the California Departme=
nt
of Education (CDE) SARC Web=
page.
For additional information about the school, parents and community members
should contact the school principal or the district office.

I. Data and Access

DataQuest

DataQuest=
is an online data tool located on th=
e CDE DataQuest
Web page that contains additional information about this school and compari=
sons
of the school to the district, the county, and the state. Specifically, DataQuest is a dynamic system that provides reports f=
or
accountability (e.g., Academic Performance Index [API], Adequate Yearly
Progress [AYP]), test data, enrollment, graduates, dropouts, course
enrollments, staffing, and data regarding English learners).

Internet Access

Internet access is available at public
libraries and other locations that are publicly accessible (e.g., the
California State Library). Access to the Internet at libraries and public
locations is generally provided on a first-come, first-served basis. Other =
use
restrictions include the hours of operation, the length of time that a
workstation may be used (depending on availability), the types of software
programs available on a workstation, and the ability to print documents. =
span>

II. About This School=

Contact Information (School Year 2009-10)=

This section provides the schools con=
tact
information.

School

=
o:p>

District

=

School
Name

Plymouth
Elementary

District
Name

Amador
County Unified

Street

10601
Sherwood

Phone
Number

209-223-1750

City,
State, Zip

Plymouth
, CA95669

Web
Site

www.amadorcoe.org

Phone
Number

209-257-7800

Superintendent

DickGlock

Principal

RosalieMcProuty

E-mail
Address

dglock@amadorcoe.k12.ca.us

E-mail
Address

rmcprouty@amadorcoe.k12.ca.us

CDS
Code

03-
73981- 6002869&=
nbsp;

School Description and Mission Statement (School=
Year
2008-09)

School Des=
cription
and Mission Statement (School Year 2008-09)

It is Plymouth <=
span
class=3DSpellE>Elementary’s mission to encourage and assist =
all
students in the establishment of high academic standards and positive
character traits. All students are expected to do their best and to
make academic growth each year they are in school in all of their core
subjects. Students are expected to maintain a high degree of person=
al
integrity and take care of themselves, others, and their school. The
faculty and staff of Plymouth Elementary realize that they must enlist the
support and help of the parents and community if they are to be truly
successful in helping students reach their full potential.

Opportunities for Parental Involvement (School Y=
ear
2008-09)

Opportunit=
ies for
Parental Involvement (School Year 2008-09)

The School Site =
Council
(SSC) approves our annual school plan and budget. The SSC always
includes volunteer parent members and we endeavor to ensure all students
groups, special education, bilingual, etc., are represented. Our
parent/teacher organization (PEP Club) has a solid core of very organized
parents who rely on volunteers to carry out many projects that benefit the
school. Various fund-raisers throughout the year earn money for fie=
ld
trips, special assemblies, and grounds and building improvements. V=
olunteer
parents and community members work in our classrooms and on special
grade-level projects. We always welcome parent and community volunt=
eers
and interested parties may contact the school principal to volunteer.&nbs=
p;

Student Enrollment by Grade Level (School Year 2=
008-09)

This table
displays the number of students enrolled in each grade level at the school.=

Grade Level

Number of Students

Kindergarten

30

Grade
1

44

Grade
2

27

Grade
3

32

Grade
4

30

Grade
5

25

Grade
6

22

Grade
7

0

Grade
8

0

Ungraded
Elementary

0

Grade
9

0

Grade
10

0

Grade
11

0

Grade
12

0

Ungraded
Secondary

0

Total
Enrollment

210

Student Enrollment by Group (School Year 2008-09=
)

This table
displays the percent of students enrolled at the school who are identified =
as
being in a particular group.

Group

<=
/p>

Percent of Total Enrollment <=
o:p>

African
American

0.48
%

American
Indian or Alaska Native

1.43
%

Asian

%

Filipino

%

Hispanic
or Latino

21.43
%

Pacific
Islander

%

White
(not Hispanic)

60.95
%

Multiple
or No Response

15.71
%

Socioeconomically
Disadvantaged

49.00
%

English
Learners

21.00
%

Students
with Disabilities

10.00
%

Average Class Size and Class Size Distribution
(Elementary)

This table=
displays
by grade level the average class size and the number of classrooms that fall
into each size category (a range of total students per classroom).&n=
bsp;

Grade Level

2006-07

2007-08

2008-09

Avg. Class Size

<=
/span>

Number of Classrooms

=
o:p>

Avg. Class Size

<=
/span>

Number of Classrooms

=
o:p>

Avg. Class Size

<=
/span>

Number of Classrooms

=
o:p>

1-20

<=
/p>

21-32

=

33+

=
p>

1-20

<=
/p>

21-32

=

33+

=
p>

1-20

<=
/p>

21-32

=

33+

=
p>

K

19.0

2

20.7

1

2

16.0

1

1

19.0

1

20.0

1

19.0

2

2

17.0

1

18.0

1

19.0

1

3

19.0

1

15.0

2

20.0

1

4

21.0

1

26.0

1

30.0

1

5

28.0

1

25.0

1

6

30.0

1

22.0

1

K-3

19.0

2

19.0

1

20.0

2

3-4

4-8

28.0

1

27.0

1

Other

III.
School Climate

School Safety Plan (School Year 2008-09)&=
nbsp;

Plymouth Elementary is a ver=
y safe
school. All staff has been trained in playground supervision techniques. =
At
the end of the year, the staff instituted a new playground policy that ga=
ve
students no second chances. Once the rules were reviewed and the policy p=
ut
into effect, the result was a noticeable reduction in playground incidents
and problems. We inspect our playground equipment every week and promptly
replace any damaged parts. We routinely go over playground safety rules w=
ith
students, and we practice fire and earthquake drills monthly.

Suspensions and Expulsions

This table
displays the rate of suspensions and expulsions (the total number of incide=
nts
divided by the total enrollment) at the school and district levels for the =
most
recent three-year period.

Rate

<=
/span>

School

District

2006-07

=

2007-08

=

2008-09

=

2006-07

=

2007-08

=

2008-09

=

Suspensions

<=
span
id=3D"SchSuspens0607_IIC">

5.8

<=
span
id=3D"SchSuspens0708_IIC">

0.5

<=
span
id=3D"SchSuspens0809_IIC">

0.5

=

17.6

=

11.4

=

33.1

Expulsions

<=
span
id=3D"SchExpel0607_IIC">

0.0

<=
span
id=3D"SchExpel0708_IIC">

0.0

<=
span
id=3D"SchExpel0809_IIC">

0.0

=

0.9

=

0.3

=

0.5

School Facility Conditions and Planned Improveme=
nts
(School Year 2009-10)

This sec=
tion
provides information about the condition of the school’s grounds, bui=
ldings,
and restrooms, and a description of any planned or recently completed facil=
ity
improvements.

School buildings=
and
classrooms are cleaned and maintained on a regular basis by the school's
custodians and the district maintenance department. The custodians and
Principal walk through the restrooms during the day to assure that they a=
re
sanitary and in proper working condition. The Principal walks the site da=
ily
to look for hazards and, if found, they are addressed immediately.=

School Facility Good Repair Status (School Year
2009-10)

This table displays the results of the most recently completed
school site inspection to determine the school facility’s good repair
status.

<=
o:p>

PART
III:CATEGORY TOTALS AND =
RANKING
(round all
calculations to two decimal places)

<=
o:p>

TOTAL NUMBER OF AREAS EVALU=
ATED

<=
o:p>

CATEGORY TOTALS

A. SYSTEMS

<=
/b>

B. INTERIOR

=

C. CLEANLINESS

D. ELECTRICAL

E. RESTROOMS/FOUNTAINS

=
o:p>

F. SAFETY

=
b>

G. STRUCTURAL

H. EXTERNAL

=

GAS LEAKS

=
p>

MECH/HVAC

=
p>

SEWER

INTERIOR SURFACES

<=
/span>

OVERALL
CLEANLINESS

PEST/VERMIN INFESTATION

<=
/o:p>

ELECTRICAL

<=
/p>

RESTROOMS

=
p>

SINKS/
FOUNTAINS

FIRE SAFETY

=

HAZARDOUS
MATERIALS

STRUCTURAL
DAMAGE

ROOFS

PLAYGROUND/ SCHOOL GROUNDS

WINDOWS/DOORS/
GATES/FENCES

Number of "ü"s:

22

22

20

22

21

22

17

10

20

22

22

22

22

22

22

Number of "D"s:

0

0

1

0

1

0

4

0

1

0

0

0

0

0

0

22

Number of "X"s:

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

Number of N/As:

0

0

1

0

0

0

1

12

1

0

0

0

0

0

0

Percent of System in Good
Repair
Number of "ü"s divided by &nbs=
p;
(Total Areas - "NA"s)*

*Note: An extreme deficiency in a=
ny
area automatically results in a "poor" ranking for that category
and a zero for "Total Percent per Category".

<=
/p>

OVERALL RATING:

DETERMINE
AVERAGE PERCENTAGE OF 8 CATEGORIES ABOVE

<=
o:p>

96.84%

SCHOOL
RATING**

<=
o:p>

Good

<=
o:p>

**For School Rating, apply the
Percentage Range below to the average percentage determined above, taking
into account the rating Description below.

<=
o:p>

PERCENTAGE

<=
/b>

DESCRIPTION

=

RATING

<=
/p>

99%-100%

Th=
e school
meets most or all standards of good repair. Deficiencies noted, if any, are not significant and/or impact a very s=
mall
area of the school.

EXEMPLARY

=
p>

90%-98.99%

<=
/p>

Th=
e school
is maintained in good repair with a number of non-critical deficiencies
noted. These deficiencies are isolated, and/or resulting from minor wear =
and
tear, and/or in the process of being mitigated.

GOOD

75.%-89.99%

=

Th=
e school
is not in good repair. Some deficiencies noted are critical and/or
widespread. Repairs and/or additional maintenance are necessary in several
areas of the school site.

FAIR

0%-74.99%

=
p>

Th=
e school
facilities are in poor condition. Deficiencies of various degrees have be=
en
noted throughout the site. Major repairs and maintenance are necessary
throughout the campus.

POOR

V. Teachers

Teacher Credentials

This table
displays the number of teachers assigned to the school with a full credenti=
al,
without a full credential, and those teaching outside of their subject area=
of competence.
Detailed information about teacher qualifications can be found on the CDE DataQuest
Web page.

Teachers

<=
/b>

School

District

<=
/b>

2006-07

=
b>

2007-08

=
b>

2008-09

=
b>

2008-09

=
b>

With
Full Credential

<=
span
id=3D"SFullCred0607_IVA">

11

<=
span
id=3D"SFullCred0708_IVA">

11

<=
span
id=3D"SFullCred0809_IVA">

11

=

194

Without
Full Credential

<=
span
id=3D"SNoCred0607_IVA">

0

<=
span
id=3D"SNoCred0708_IVA">

0

<=
span
id=3D"SNoCred0809_IVA">

0

=

1

Teaching
Outside Subject Area of Competence

0

0

0

=

0

Teacher Misassignments and
Vacant Teacher Positions

This tabl=
e displays
the number of teacher misassignments (teachers
assigned without proper legal authorization) and the number of vacant teach=
er
positions (not filled by a single designated teacher assigned to teach the
entire course at the beginning of the school year or semester). Note: Total
Teacher Misassignments includes the number of <=
span
class=3DSpellE>Misassignments of Teachers of English Learners.

This tabl=
e displays
the percent of classes in core academic subjects taught by No Child Left Behind (NCLB) compliant and non-NCLB compliant teacher=
s in
the school, in all schools in the district, in high-poverty schools in the
district, and in low-poverty schools in the district. High poverty schools =
are
defined as those schools with student participation of approximately 75 per=
cent
or more in the free and reduced price meals program. Low poverty schools are
those with student participation of approximately 25 percent or less in the
free and reduced price meals program. More information on teacher
qualifications required under NCLB can be found on the CDE Improving Teacher and Principal
Quality Web page.

Location of Classes

Percent of Classes In Core Academic Subje=
cts

Taught by NCLB Compliant Teachers&=
nbsp;

Taught by Non-NCLB Compliant Teachers

This
School

100.0

0.0

All
Schools in District

98.0

2.0

High-Poverty
Schools in District

100

0

Low-Poverty
Schools in District

97.5

2.5

VI. Support Staff

Academic Counselors and Other Support Staff (Sch=
ool
Year 2008-09)

This table
displays, in units of full-time equivalents (FTE), the number of academic
counselors and other support staff who are assigned to the school and the
average number of students per academic counselor. One FTE equals one staff
member working full time; one FTE could also represent two staff members who
each work 50 percent of full time.

Title

<=
/p>

Number of FTE Assigned to School&nb=
sp;

Average Number of Students per Academic Co=
unselor

Academic
Counselor

=
span>

Library
Media Teacher (Librarian)

N/A

Psychologist

.15

N/A

Social
Worker

N/A

Nurse

.15

N/A

Speech/Language/Hearing
Specialist

N/A

Resource
Specialist (non-teaching)

N/A

Other

=
span>

VII. Curriculum and Instructional Materials

This table
displays information about the quality, currency, and availability of the
standards-aligned textbooks and other instructional materials used at the
school, and information about the school’s use of any supplemental
curriculum or non-adopted textbooks or instructional materials.&nbsp=
;

Core Curriculum Area

Quality, Currency, and Availability of
Textbooks and Instructional Materials

=

Percent of Pupils Who Lack Their Own Assi=
gned
Textbooks and Instructional Materials

=

Reading/Language
Arts

Houghton
Mifflin Medallions

0%

Mathematics

Macmillan/McGraw Hill: Califo=
rnia

Mathematics

=

Grad=
es K -
6

0%

Science

Macmillan/McGraw Hill: Califo=
rnia

Science

Grad=
es K -
6

0%

History-Social
Science

Harcourt: Reflections

Grades K – 5

=

TCI: History Alive

=

Grad=
e 6

0%

Foreign
Language

N/A

N/A

Health

N/A

N/A

Visual
and Performing Arts

N/A

N/A

Science
Laboratory Equipment (grades 9-12)

N/A

N/A

<=
span
style=3D'font-size:14.5pt'>VIII. School Finances

Expenditures Per Pupi=
l and
School Site Teacher Salaries (Fiscal Year 2007-08)

=

This tab=
le
displays a comparison of the school’s per pupil expenditures from
unrestricted (basic) sources with other schools in the district and through=
out
the state, and a comparison of the average teacher salary at the school site
with average teacher salaries at the district and state levels. Detailed
information regarding school expenditures can be found on the CDE Current Expense of Education &
Per-pupil Spending Web page and teacher salaries can be found on the CD=
E Certificated Salaries & Benefi=
ts
Web page.

Level

Total Expenditures Per Pupil

Expenditures Per Pupil (Supplemental / Restricted)

Expenditures Per Pupil (Basic / Unrestricted)

Average Teacher Salary

School
Site

$6170

$451

$4,291

$59,200

District

$6170

$451

$5,917

$60,590

Percent
Difference – School Site and District

0

0

12%

3%

State

N/A

N/A

$5,512

$60,994

Percent
Difference – School Site and State

N/A

N/A

12%

3%

Types of Services Funded (Fiscal Year 2008-09)=
span>

This sec=
tion
provides information about the programs and supplemental services that are
available at the school and funded through either categorical or other sour=
ces.

Being
the smallest school in the district requires that Plymouth Elementary pay
careful attention to its budget. The state of California is the primary
source of district funding. The district receives funds for basic operati=
ons
such as salaries, books, school supplies, copiers, and repairs based on
school attendance figures. Student absences, regardless of the reason,
seriously affect our school budget.

Over the past six years, gra=
nts
have brought in more than $100,000 to the school to continue art and music
programs, revitalize technology (both hardware and software) throughout t=
he
school, and pay for classroom improvements and landscaping. Each year the
budget is carefully developed with the support and input of staff and par=
ents
to include staff development, library funding, field trips, general suppl=
ies,
and innovative new programs that foster academic success. We review budge=
ts
every month and update them to ensure that expenditures do not exceed rev=
enue.

Teacher and Administrative Salaries (Fiscal Year
2007-08)

This tab=
le
displays district salaries for teachers, principals, and superintendents, a=
nd
compares these figures to the state averages for districts of the same type=
and
size. The table also displays teacher and administrative salaries as a perc=
ent
of a district's budget, and compares these figures to the state averages for
districts of the same type and size based on the salary schedule. Detailed
information regarding salaries may be found on the CDE Certificated Salaries & Benefi=
ts
Web page.

Category

=
p>

District Amount

State Average For Districts In Same Cate=
gory

Beginning
Teacher Salary

$39,832

$38,941

Mid-Range
Teacher Salary

$57,405

$59,686

Highest
Teacher Salary

$75,618

$77,828

Average
Principal Salary (Elementary)

$81,394

$94,258

Average
Principal Salary (Middle)

$83,853

$98,271

Average
Principal Salary (High)

$91,587

$104,869

Superintendent
Salary

$133,000

$142,247

Percent
of Budget for Teacher Salaries

38.70
%

38.20
%

Percent
of Budget for Administrative Salaries

6.20
%

5.90
%

Standardized Testing and Reporting Program

The Standardized Testing and Reporting (STAR) Program consis=
ts of
several key components, including the California Standards Tests (CSTs); the California Modified Assessment (CMA), and =
the
California Alternate Performance Assessment (CAPA). The CSTs
show how well students are doing in relation to the state content standards.
The CSTs include English-language arts (ELA) and
mathematics in grades two through eleven; science in grades five, eight, and
nine through eleven; and history-social science in grades eight, and ten
through eleven. The CAPA includes ELA, mathematics, and science in grades t=
wo
through eleven, and for science for grades five, eight, and ten. The CAPA is
given to those students with significant cognitive disabilities whose
disabilities prevent them from taking either the CSTs<=
/span>
with accommodations or modifications or the CMA with accommodations. The CMA
includes ELA and mathematics for grades three through eight and science in
grade five and is an alternate assessment that is based on modifiedachievement
standards. The CMA is designed to assess those students whose disabilities
preclude them from achieving grade-level proficiency on an assessment of the
California content standards with or without accommodations. Student scores=
are
reported as performance levels. Detailed information regarding the STAR Pro=
gram
results for each grade and performance level, including the percent of stud=
ents
not tested, can be found on the CDE Sta=
ndardized
Testing and Reporting (STAR) Results Web site. Program information
regarding the STAR Program can be found in the Expla=
ining
2008 STAR Program Summary Results to the Public guide. Note: Scores are=
not
shown when the number of students tested is ten or less, either because the
number of students in this category is too small for statistical accuracy o=
r to
protect student privacy. In no case shall any group score be reported that
would deliberately or inadvertently make public the score or performance of=
any
individual student.

Standardized
Testing and Reporting Results for All Students – Three-Year Compariso=
n

This ta=
ble
displays the percent of students achieving at the Proficient or Advanced le=
vel
(meeting or exceeding the state standards).

Subject

=

School

<=
/b>

District

State

=
b>

2006-07

2007-08

2008-09

2006-07

2007-08

2008-09

2006-07

2007-08

2008-09

English-Language
Arts

45

48

60

49

52

54

43

46

50

Mathematics

52

49

65

40

43

45

40

43

46

Science

41

68

36

46

58

53

38

46

50

History-Social
Science

0

0

0

33

43

43

33

36

41

Note: Scores are not shown when the number of students teste=
d is
10 or less because the number of students in this category is too small f=
or statistical
accuracy or privacy protection. In no case shall any group score be repor=
ted
that would deliberately or inadvertently make public the score or perform=
ance
of any individual student.

Standardized Testing and Reporting Results by St=
udent
Group (School Year 2008-09)

This table displays the percent of
students, by group, achieving at the Proficient or Advanced level (meeting =
or
exceeding the state standards) for the most recent testing period.&n=
bsp;

Group

=
Percent of Students Scoring at Proficient or Advanced

English-Lan=
guage
Arts

Mathematics&nb=
sp;

Science

History-So=
cial
Science

African
American

*

*

American
Indian or Alaska Native

*

*

=

Asian

*

*

Filipino

Hispanic
or Latino

30

45

*

Pacific
Islander

White
(not Hispanic)

70

74

47

<=
span
id=3D"P_VIIIB">

Male

60

65

*

Economically
Disadvantaged

47

53

15

English
Learners

29

50

*

Students
with Disabilities

29

36

*

Students
Receiving Migrant Education Services

Note=
: Scores
are not shown when the number of students tested is 10 or less because the
number of students in this category is too small for statistical accuracy or
privacy protection. In no case shall any group score be reported that would
deliberately or inadvertently make public the score or performance of any
individual student.

California Physical Fitness Test Results (School=
Year
2008-09)

<=
span
style=3D'font-size:9.0pt;color:black'>The California Physical Fitness Test =
is
administered to students in grades five, seven, and nine only. This table
displays by grade level the percent of students meeting fitness standards f=
or
the most recent testing period. Detailed information regarding this test, a=
nd
comparisons of a school’s test results to the district and state leve=
ls,
may be found on the CDE Physical
Fitness Testing (PFT) Web page. Note: Scores are not shown when the num=
ber
of students tested is ten or less because the number of students in this
category is too small for statistical accuracy or privacy protection. In no
case shall any group score be reported that would deliberately or inadverte=
ntly
make public the score or performance of any individual student. &nbs=
p;

Grade Level&nb=
sp;

Percent of Students Meeting Healthy Fitness Zones&n=
bsp;

Four of Six Standards&nb=
sp;

Five of Six Standards

Six of Six Standards

=

5

24.0

20.0

12.0

7

0.0

0.0

0.0

9

0.0

0.0

0.0

X. Accountability

Academic Performance Index

The Academic Performance Index (API) =
is an annual
measure of the academic performance and progress of schools in California. =
API
scores range from 200 to 1,000, with a statewide target of 800. Detailed
information about the API can be found on the CDE Academic Performance Index (API)=
a> Web
page.

Academic Performance Index Ranks – Three-Y=
ear
Comparison

This table displays the school’s
statewide and similar schools API ranks. The statewide =
API
rank ranges from one to ten. A statewide rank of one means that the
school has an API score in the lowest ten percent of all schools in the sta=
te,
while a statewide rank of ten means that the school has an API score in the
highest ten percent of all schools in the state. The similar schools API ra=
nk
reflects how a school compares to 100 statistically matched “similar
schools.” A similar schools rank of one means that the school’s
academic performance is comparable to the lowest performing ten schools of =
the
100 similar schools, while a similar schools rank of ten means that the
school’s academic performance is better than at least 90 of the 100
similar schools.

API Rank

2006

2007

2008

Statewide

5

6

6

Similar
Schools

5

4

7

"N/A"

means a number is not applicable or not availab=
le
due to missing data.

"B"

means this is either an LEA or an Alternative
Schools Accountability Model (ASAM) school. Schools participating in the =
ASAM
do not currently receive growth, target information, or statewide or simi=
lar
schools rankings on this report in recognition of their markedly different
educational missions and populations served. ASAM schools are covered und=
er
the Alternative Accountability system as required by Education Code Secti=
on
52052 and not the API accountability system. However, API information is
needed to comply with the federal No Child Left Behind (NCLB) law. Growth,
target and rank information are not applicable to LE=
As.

"C"

means this is a special education school. State=
wide
and similar schools ranks are not applicable to special education schools=
.

" * "

means this API is calculated for a small school=
or
a small LEA, defined as having between 11 and 99 valid STAR Program test
scores included in the API. APIs based on small numbers of students are l=
ess
reliable and therefore should be carefully interpreted. Similar schools r=
anks
are not calculated for small schools.

This table displays, by student group=
, the
actual API changes in points added or lost for the past three years, and the
most recent API score. Note: "N/A" means that the student group is
not numerically significant.

Group

Actual API Change=

Growth API Score&n=
bsp;

2006-07

<=
/o:p>

2007-08 <=
o:p>

2008-09

<=
/o:p>

2009

<=
/span>

All
Students at the School

19

28

38

824

African
American

American
Indian or Alaska Native

=

Asian

Filipino

Hispanic
or Latino

Pacific
Islander

White
(not Hispanic)

5

23

47

859

Socioeconomically
Disadvantaged

19

41

62

767

English
Learners

Students
with Disabilities

"N/A"

means a number is not applicable or not availab=
le
due to missing data.

"*"

means this API is calculated for a small school,
defined as having between 11 and 99 valid Standardized Testing and Report=
ing (STAR)
Program test scores included in the API. The API is asterisked if the sch=
ool
was small either in 2008 or 2009. APIs based on small numbers of students=
are
less reliable and therefore should be carefully interpreted.

Adequate Yearly Progress Overall and by Criteria
(School Year 2008-09)

This table displays an indication of
whether the school and the district made AYP overall and whether the school=
and
the district met each of the AYP criteria.

AYP Criteria&nb=
sp;

School

District

Overall

Yes

No

Participation
Rate - English-Language Arts

Yes

Yes

Participation
Rate - Mathematics

Yes

Yes

Percent
Proficient - English-Language Arts

Yes

No

Percent
Proficient - Mathematics

Yes

No

API

Yes

Yes

Graduation
Rate

N/A

Yes

"Yes"

Met
2009 AYP Criteria

"No"

Did
not Meet 2009 AYP Criteria

Federal Intervention Program (School Year 2009-1=
0)

Schools and districts receiving feder=
al
Title I funding enter Program Improvement (PI) if they do not make AYP for =
two consecutive
years in the same content area (ELA or mathematics) or on the same indicator
(API or graduation rate). After entering PI, schools and districts advance =
to
the next level of intervention with each additional year that they do not m=
ake
AYP. Detailed information about PI identification can be found on the CDE Adequate Yearly Progress (AYP)=
Web
page.

Indicator

School

=
o:p>

District

Program
Improvement Status

Not
in PI

Not
In PI

First
Year of Program Improvement

Year
in Program Improvement

Number
of Schools Currently in Program Improvement

N/A

Percent
of Schools Currently in Program Improvement

N/A

XI. School Completion and Postsecondary Preparat=
ion

Admission Requirements for California Public
Universities

University of California

Admission requirements for the Univer=
sity of California (UC) follow guidelines set forth in the =
Master
Plan, which requires that the top one-eighth of the state's high school
graduates, as well as those transfer students who have successfully complet=
ed
specified college work, be eligible for admission to the UC. These requirem=
ents
are designed to ensure that all eligible students are adequately prepared f=
or
University-level work. For general admissions requirements please visit the=
Gene=
ral
Admissions Information Web page (Outside Source).

California State University

Admission requirements for the Califo=
rnia
State University (CSU) use three factors to determine eligibility. They are
specific high school courses; grades in specified courses and test scores; =
and graduation
from high school. Some campuses have higher standards for particular majors=
or
students who live outside the local campus area. Because of the number of
students who apply, a few campuses have higher standards (supplementary
admission criteria) for all applicants. Most CSU campuses utilize local
admission guarantee policies for students who graduate or transfer from high
schools and colleges that are historically served by a CSU campus in that
region. For general admissions requirements please visit the Undergraduate Admission &=
amp;
Requirements Web page (Outside Source).

Dropout Rate and Graduation Rate

This table displays the school’s
one-year dropout and graduation rates for the most recent three-year period=
for
which data are available. For comparison purposes, data are also provided at
the district and state levels. Detailed information about dropout rates and
graduation rates can be found on the CDE DataQuest
Web page.

Indicator

School

District

=

State

=

2005-06

<=
/o:p>

2006-07

<=
/o:p>

2007-08

<=
/o:p>

2005-06

<=
/o:p>

2006-07

<=
/o:p>

2007-08

<=
/o:p>

2005-06

<=
/o:p>

2006-07

<=
/o:p>

2007-08

<=
/o:p>

Dropout
Rate (1-year)

1.4

3.8

2.9

3.5

4.4

3.9

Graduation
Rate

N/A

91.2

86.1

89.4

83.4

80.6

80.2

XII. Instructional Planning and Scheduling

=
o:p>

This section provides information on =
the annual
number of school days dedicated to staff development for the most recent
three-year period.

2008-2009
3 days

2007-2008
20 days

2006-2007
12 days

2005-2006
7 days

In order to build our learni=
ng environment,
we continue to expand our knowledge and use of technology. Plymouth
Elementary School annually has three days funded by the state for staff
training in curriculum and instructional strategies. The school and distr=
ict
provide funds for attendance at conferences. The curriculum office provid=
es
additional in-service opportunities. We receive teaching assistance throu=
gh
the district’s PAR program. Our teachers also attend grade-level
meetings to talk and plan together.

XIII.
National Assessment of Educational Progress

National Assessment of Educational Progress

Note: Only a sample group of Californ=
ia's
schools and districts participate in the NAEP testing cycle. Therefore,
students in any particular school or district may not be included in these
results. The NAEP reflects state test results and is not reflective of eith=
er
the LEA or the individual school. Comparisons of student performance on the
NAEP and student performance on the Standardized Testing and Reporting (STA=
R)
Program assessments cannot be made without an understanding of the key
differences between the two assessment programs. For example, the NAEP only
assesses grades four, eight and twelve and for long-term trends assesses gr=
ades
nine, thirteen, and seventeen. Additionally, the NAEP only provides state t=
est
results for grades four and eight. The California Standards Tests (CSTs) are based on a different set of standards than =
the
NAEP assessments. For example, the NAEP is not aligned with California acad=
emic
content and achievement standards and, therefore, does not necessarily refl=
ect
the curriculum and instruction to which students are exposed in the classro=
om.
The NAEP assesses reading and writing separately, while the CSTs
assess English-language arts (ELA), encompassing reading as well as writing
conventions, spelling, and grammar. Scores on the CSTs=
and other assessments are not directly comparable to those on NAEP. The
averages and percentages presented are estimates based on samples of studen=
ts
rather than on entire populations. Finally, the questions students respond =
to
are only a sample of the knowledge and skills covered by the NAEP framework=
s.
Information on the differences between NAEP and CST can be found on the CDE=
National Assessment of Educational
Progress (NAEP) Web page.

=

This table displays the scale scores =
and
achievement levels on the National Assessment of Educational Progress Resul=
ts
for reading (2007) and mathematics (2009) for grades four and eight&=
nbsp;

Subject and Grade Level

Average Scale Score

<=
/o:p>

State Percent at Achievement Level

State

=
b>

National

Basic

=
b>

Proficient

Advanced

Reading
2007, Grade 4

209

220

30

18

5

Reading
2007, Grade 8

251

261

41

20

2

Mathematics
2009, Grade 4

232

239

41

25

5

Mathematics
2009, Grade 8

270

282

36

18

5

National
Assessment of Educational Progress Reading and Mathematics Results for Stud=
ents
with Disabilities and/or English Language Learners by Grade Level –
Aggregated

This table displays the state and nat=
ional
participation rates on the National Assessment of Educational Progress for =
reading
(2007) and mathematics (2009) for students with disabilities and/or English
language learners for grades four and eight.